ERIC Number: ED414433
Record Type: RIE
Publication Date: 1997
Cooperative Education in the New Millennium: Implications for Faculty Development.
Cooperative Education Experience, p1-5 1997
Colleges and universities are being challenged to examine their mission, structure, and delivery of services for two reasons with far-reaching implications for cooperative education. The first is the move from an industrial to a postindustrial economy. The second deals with incorrect assumptions about learning based on outmoded information and inattention to research results, such as the following: people predictably transfer learning to new situations; learners are best seen as passive vessels into which knowledge is poured; learning is the strengthening of bonds between stimuli and correct responses; what matters is getting the right answer; and skills and knowledge should be acquired independently of their contexts of use. Growing research in the cognitive sciences and anticipated demands of living and working in the new millennium leave no doubt that learning will become a major enterprise. The growing emphasis on learning has caused many educators to revisit Bloom's cognitive domain, Kratwohl's affective domain, and Dave's psychomotor domain. Each taxonomy is arranged as a hierarchy. The industrial education model makes it clear that the focus has been on the two lowest levels in each domain. Topics for faculty development include the following: helping them understand that application is a higher level of cognition than merely knowing and comprehending and providing examples; prodding them with ideas and activities to help students apply classroom knowledge; showing how co-op and other experiential learning strategies help students value what they are learning and increase retention; emphasizing quality; and teaching performance assessment. (YLB)
Publication Type: Collected Works - Serials; Opinion Papers
Education Level: N/A
Authoring Institution: Cooperative Education Association, Columbia, MD.